Dr. Ronald J. Anderson, Texas A&M International University 1 Chapter 2 Designing Opportunities for Learning Teaching with Technology: Designing Opportunities to Learn Priscilla Norton & Karen M. Wilbur Teaching with Technology: Designing Opportunities to Learn Teaching with Technology: Designing Opportunities to Learn EDIT 5300 Instructional Design and Theory

2Dr. Ronald J. Anderson, Texas A&M International University Social Forces for Learning Traditional strategies for the design of learning were developed to meet the needs of an industrialized, print- dependent society.

3Dr. Ronald J. Anderson, Texas A&M International University Efficiency Model and Designs for Learning For today’s educator, “efficiency” principles couples with the “science” of exact measurement and precise standards remain central guides for the design of learning. Among the many models based on this approach to instructional design are Instructional Objectives and Mastery Learning.

4Dr. Ronald J. Anderson, Texas A&M International University Goals Goals are ideals that you intend to reach, that is, ideals that you would like to have accomplished. Goals may be stated as teacher goals, as student goals, or as course goals. Example: To help students develop their writing ability

5Dr. Ronald J. Anderson, Texas A&M International University Objectives Objectives, stated in performance (behavioral) terms, are specific actions and should be written as complete sentences that include the verb “will” to indicate what each student is expected to be able to do as a result of the instructional experience. Example: On a map, the student will identify specific mountain ranges of North America.

6Dr. Ronald J. Anderson, Texas A&M International University ABCDs of Writing Objectives Audience Audience Behavior Behavior Conditions Conditions Degree (level) of expected performance Degree (level) of expected performance See Kellough, Richard, A Resource Guide for Teaching K

7Dr. Ronald J. Anderson, Texas A&M International University A for Audience This is the student. Objectives may have the phrase “The student will be able to...” TEKS starts objectives as “The student is expected to...”

8Dr. Ronald J. Anderson, Texas A&M International University B for Behavior This is the expected behavior or performance. It should be written with action verbs so that it is directly observable that an objective has been reached. Avoid vague, ambiguous language, and behavior not clearly measurable.

9Dr. Ronald J. Anderson, Texas A&M International University C for Conditions This is the setting in which the behavior will be demonstrated by the student and observed by the teacher. Examples are “on a map,” “at home within a two- month period.”

10Dr. Ronald J. Anderson, Texas A&M International University D for Degree (level) of achievement This allows assessment of student learning. On many learning tasks you will expect mastery, but on others (basketball free throws, for example) you will expect much less.

11Dr. Ronald J. Anderson, Texas A&M International University Identifying Objectives, Practice 1 Using an electronic calculator, the student will correctly solve 8 out of 10 problems involving the addition of two-digit signed numbers. Audience Behavior Conditions Degree of proficiency

12Dr. Ronald J. Anderson, Texas A&M International University Identifying Objectives, Practice 2 In groups of two and using a centigrade thermometer, the student will measure the temperature of two liters of water at a depth of 25 centimeters to within one degree accuracy. Audience Behavior Conditions Degree of proficiency

13Dr. Ronald J. Anderson, Texas A&M International University Identifying Objectives, Practice 3 Within 15 minutes and using the reference books provided, the student will find and write correctly the formulae for wattage, voltage, amperage, and resistance. Audience Behavior Conditions Degree of proficiency

14Dr. Ronald J. Anderson, Texas A&M International University Cognitive Domain Hierarchy Evaluation Evaluation Synthesis Synthesis Analysis Analysis Application Application Comprehension Comprehension Knowledge Knowledge

15Dr. Ronald J. Anderson, Texas A&M International University Affective Domain Hierarchy Internalizing Internalizing Organizing Organizing Valuing Valuing Responding Responding Receiving Receiving

16Dr. Ronald J. Anderson, Texas A&M International University Psychomotor Domain Hierarchy Creating Creating Communicating Communicating Manipulating Manipulating Moving Moving

17Dr. Ronald J. Anderson, Texas A&M International University Mastery Learning Emphasis is on mastery of content, or quality learning, rather than coverage of content, or quantity of learning. Emphasis is on mastery of content, or quality learning, rather than coverage of content, or quantity of learning. Outcome-Based Education uses a goal- driven curriculum model with instruction that focuses on the construction of individual knowledge. Outcome-Based Education uses a goal- driven curriculum model with instruction that focuses on the construction of individual knowledge. Mastery of content means that the student demonstrates his or her use of what has been learned. Mastery of content means that the student demonstrates his or her use of what has been learned.

18Dr. Ronald J. Anderson, Texas A&M International University Components of Mastery Learning Clearly defined instructional objectives. Clearly defined instructional objectives. Preassessment of the learner’s present knowledge Preassessment of the learner’s present knowledge Instruction with choices and options for students Instruction with choices and options for students Practice, reinforcement, frequent comprehension checks, and corrective instruction Practice, reinforcement, frequent comprehension checks, and corrective instruction Post-assessment to determine the extent of student mastery of the objectives Post-assessment to determine the extent of student mastery of the objectives

19Dr. Ronald J. Anderson, Texas A&M International University Relationship of Instructional Events to Learning Events Instructional Events Affective/Cognitive Conditions Internal Learning Events Gain attention Ability to attend Attend Share goals of instruction Emotional desire for learning Expectancy Stimulate recall Ability to retrieve Recall of related info Present in all modalities Auditory and visual processing ability Perception

20Dr. Ronald J. Anderson, Texas A&M International University Relationship of Instructional Events to Learning Events Instructional Events Affective/Cognitive Conditions Internal Learning Events Provide meaningful frameworks Learner schema relevant to new concept Encoding in long- term memory in meaningful ways Monitor and adjust Feeling of getting it Oh, I see, I get it. Require application Intellectual confidence Secure schema ClosureSatisfactionRetention

21Dr. Ronald J. Anderson, Texas A&M International University Efficiency Model Critics Critics of the efficiency model express concern that the principles of learning associated with the model may actually detract from learners’ ability to fully participate in today’s society. Educators who plan to design learning experiences for today’s students must design for the whole of learning. They must recognize that students are not vessels to be filled but constructors of their knowledge. They must create environments that promote problem solving, cooperation, communication, critical thinking, and learning how to learn.

22Dr. Ronald J. Anderson, Texas A&M International University Learning in School and Learning Outside of School School learning depends on individual cognition while learning outside of school depends on shared cognition. School learning depends on individual cognition while learning outside of school depends on shared cognition. School learning centers on pure mentation while learning in broader social contexts depends on tool manipulation. School learning centers on pure mentation while learning in broader social contexts depends on tool manipulation. School learning centers on symbol manipulation while learning in broader social contexts depends on reasoning with “stuff”. School learning centers on symbol manipulation while learning in broader social contexts depends on reasoning with “stuff”. School learning focuses on generalized learning while learning in broader social contexts centers on situation-specific competencies. School learning focuses on generalized learning while learning in broader social contexts centers on situation-specific competencies.

23Dr. Ronald J. Anderson, Texas A&M International University Constructivist Principles Posing problems of emerging relevance to students. Posing problems of emerging relevance to students. Structuring learning around primary concepts. Structuring learning around primary concepts. Seeking and valuing students’ points of view. Seeking and valuing students’ points of view. Adapting curriculum to address students’ suppositions. Adapting curriculum to address students’ suppositions. Assessing student learning in the context of teaching. Assessing student learning in the context of teaching.

24Dr. Ronald J. Anderson, Texas A&M International University Efficiency Learning vs. Constructivist Learning Teachers present; students listen. Teachers facilitate; students do, present, think, construct. Working together is cheating. Working together facilitates learning and problem solving. Subjects are presented separately. Subjects are integrated into a learning whole. Learning is fact-centered. Learning is problem-centered.

25Dr. Ronald J. Anderson, Texas A&M International University Efficiency Learning vs. Constructivist Learning The teacher is the source of all knowledge. There are many rich resources for learning. Print is the primary source of information. Concepts are explored using a variety of communication tools. Assessment is based on how much is memorized and can be given back to the teacher. Assessment is based on each student’s developing abilities to solve problems, communicate ideas, present information, and learn how to learn. Schools are isolated and separate from the rest of the community. Technology connects the world to the classroom and the classroom to the world.

26Dr. Ronald J. Anderson, Texas A&M International University Guiding Questions What foundations of learning do today’s students most need to learn? What foundations of learning do today’s students most need to learn? What activities should designers choose to ensure that students become actively engaged in learning through construction? What activities should designers choose to ensure that students become actively engaged in learning through construction? What contents, ideas, and/or concepts afford a context for student learning? What contents, ideas, and/or concepts afford a context for student learning?

27Dr. Ronald J. Anderson, Texas A&M International University Guiding Questions What tools might a designer choose to best support and enhance student learning? What tools might a designer choose to best support and enhance student learning? What system of assessment might a designer construct to appropriately assess student learning? What system of assessment might a designer construct to appropriately assess student learning? How might learning environments be constructed to complement the overall learning design? How might learning environments be constructed to complement the overall learning design?